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231.
The present research provides evidence that attribution theory can serve as an explanatory framework not only to explain achievers’
reactions to their achievement based on their self generated understandings of what brought these achievements about but also
when such information is provided by others. Thus, when we succeed at school, others may comment on the likely reasons for
this success. The present research addressed the question what it is that makes certain types of feedback on the reasons for
success at school hurtful. The results of two studies conducted in the context of a school setting demonstrated that the causal
structure implied by an explanation for success explains why some explanations are perceived as hurtful and elicit anger,
shame, and guilt rather than pleasure or pride. Interestingly, the perceived validity of the explanation is of relatively
less importance for the elicitation of hurt feelings and anger than the content of the explanation. Overall, these results
provide further evidence for the importance of attributional information for social emotions in educational settings.
相似文献
Shlomo HareliEmail: |
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This study is concerned with ways in which children with Williams syndrome (WS), a rare neurodevelopmental disorder arising from a hemizygous deletion in chromosome band 7q11.23 including the gene for elastin (ELN) and approximately 20 surrounding genes, are affected by social mores of vastly differing cultures: the United States and Japan. WS presents a compelling model for the investigation because its genetic phenotype is well defined and results in an uneven cognitive profile as well as a social phenotype typical of the syndrome including overt over-friendliness toward strangers. While a number of research groups have been studying the cognitive strengths and weaknesses of individuals with WS in various countries, there have not been studies to date that explore the social phenotype in WS across different cultures. This study examines the ways in which social behavior in WS, stemming from specific genetic underpinnings, might be mediated by cultural expectations. We conducted a cross-cultural study using an instrument that measures aspects of sociability commonly found among people with WS. Quantitative analyses revealed a significant effect of diagnostic category in that in both countries, children with WS were rated as significantly higher in global sociability and more likely to approach strangers than were their normal counterparts. There was also an effect of culture, in that regardless of category, WS and normal children in Japan were rated lower than their counterparts in the US. We suggest that the excessively social phenotype of children with Williams syndrome, although markedly present across cultures, appears to vary in its intensity by culture. This is an intriguing illustration of interactions between nature and nurture. 相似文献
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Gerold Mikula Ursula Athenstaedt Sabine Heschgl Arno Heimgartner 《European journal of social psychology》1998,28(6):931-962
A series of four studies investigated systematic differences between actor and recipient interpretations and justice evaluations of negative incidents in interpersonal relationships. Due to a refined methodology, each negative incident was assessed both by the respective recipient and actor, and each participant reported incidents from both perspectives. The studies provided clear evidence of systematic recipient-actor differences and showed that the quality of the relationship between the parties involved in the incidents can moderate the occurrence and shape of the differences. Significant gender differences were found showing that women respond more accusingly than men in the role of the recipient and more defensively than men in the role of the actor. Copyright © 1998 John Wiley & Sons, Ltd. 相似文献
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Mayr U 《Psychonomic bulletin & review》2010,17(5):693-698
A large component of response time switch costs in the cued task-switching paradigm is linked to cue changes without task
changes, suggesting costs might reflect passive priming rather than endogenous control. In contrast, the task span procedure
requires subjects to guide task selection via sequences of memorized task cues and therefore may be better suited to reflect
endogenous switch processes (Logan, 2004). The present experiments combined the task span procedure with a 2:1 mapping between
cues and tasks, allowing separation of cue-switch costs from true task-switch costs. Replicating findings with the cued task-switching
paradigm, results showed both substantial cue-switch costs and actual task-switch costs (Experiments 1 and 2) as well as sensitivity
of cue-switch costs, but not of task-switch costs, to opportunity for preparation (Experiment 2). Apparently, simple action
plans use “surface level” phonological or articulatory codes that contain no task information. These results suggest that
the distinction between cue-related and task-related processes is critical no matter whether tasks are cued exogenously or
endogenously. 相似文献
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